IDENTIFYING DATA

2023_24

Subject (*)

GRAMMAR AND LEXICON IN THE EL CLASSROOM

Code

12865105

Study programme

Teaching and Learning English as a Foreign/Second Language (2015)

Cycle

2nd

Descriptors

Credits

Type

Year

Period

Compulsory

First

Language

Anglès

Department

English and German Studies

Coordinator

OLTRA MASSUET, MARIA ISABEL

E-mail

isabel.oltra@urv.cat

Lecturers

OLTRA MASSUET, MARIA ISABEL

Web

General description and relevant information

<p> In this course we will strive to develop an understanding of grammar and vocabulary acquisition and its integration in the English language classroom. Students will apply their knowledge of grammar and vocabulary to design effective teaching activities within a communicative context. This is not an English grammar course; its focus is on effective classroom methods of teaching grammar in an EFL/ESL setting. More specific goals of the course are: - to understand the importance of grammar learning and teaching; - to examine and review a number of structures of the grammar of English; - to become informed about basic methodologies and approaches to the teaching and learning of grammar and vocabulary; - to present and practice a range of methodologies for teaching grammar and lexis to EFL/ESL learners; - to master effective strategies for teaching and creating materials for teaching grammar and vocabulary; - to develop techniques and strategies for corrective feedback; - to acquire teaching strategies for helping students develop their vocabulary; - to learn to design effective grammar / vocabulary teaching activities. </p><div><br /></div>

Competences

Type A	Code	Competences Specific
	A3	Has an advanced knowledge of English at all levels, both in speaking and writing; also knows the linguistic system of English (lexical, phonetic, grammatical, pragmatic, discourse) and can give it an adequate didactic treatment
	A5	Identifies, describes, analyses, and evaluates resources, strategies, methods and didactic processes used in teaching English, and applies them adequately in any EFL/ESL context, in line with students’ needs
	A6	Plans, structures, and designs didactic units; programs and organizes the contents of the discipline in diverse contexts bearing in mind the different rhythms in learning English
Type B	Code	Competences Transversal
	CT3	Solve complex problems critically, creatively and innovatively in multidisciplinary contexts
	CT5	Communicate complex ideas effectively to all sorts of audiences
Type C	Code	Competences Nuclear

Learning outcomes

Type A	Code	Learning outcomes
	A3	Critically reflects on the teaching-learning of the different linguistic levels (grammar, lexicon, phonetics, and pragmatics) and analyses, elaborates, compares and evaluates didactic proposals to tackle them
	A5	Analyses, compares, evaluates and selects appropriate materials to present, practice and correct elements of the pronunciation, grammar, lexicon and pragmatics of English Argues and reasons why, when and how to work on the pronunciation, grammar, lexicon and pragmatics of English
	A6	Elaborates practical proposals and activities to include the different linguistic competences (pragmatics, grammar, lexicon, phonetics) in the teaching plan
Type B	Code	Learning outcomes
	CT3	Recognise the situation as a problem in a multidisciplinary, research or professional environment, and take an active part in finding a solution Follow a systematic method with an overall approach to divide a complex problem into parts and identify the causes by applying scientific and professional knowledge Design a new solution by using all the resources necessary and available to cope with the problem Draw up a realistic model that specifies all the aspects of the solution proposed Assess the model proposed by contrasting it with the real context of application, find shortcomings and suggest improvements
	CT5	Produce quality texts that have no grammatical or spelling errors, are properly structured and make appropriate and consistent use of formal and bibliographic conventions Draw up texts that are structured, clear, cohesive, rich and of the appropriate length, and which can transmit complex ideas Draw up texts that are appropriate to the communicative situation, consistent and persuasive Use the techniques of non-verbal communication and the expressive resources of the voice to make a good oral presentation Construct a discourse that is structured, clear, cohesive, rich and of the appropriate length, and which can transmit complex ideas Produce a persuasive, consistent and precise discourse that can explain complex ideas and effectively interact with the audience
Type C	Code	Learning outcomes

Contents

Topic	Sub-topic
- Teaching grammar	- What is grammar - Why teach grammar - What grammar to teach - Knowledge of grammar - Developmental aspects of grammar acquisition - Implicit and explicit grammar - Grammar transfer
- How to teach grammar	- Approaches and methodologies - Techniques and resources - Raising grammar awareness - Designing grammar-based lessons and activities
- Organizing feedback	- Corrective feedback - Grammar assessment - Error analysis
- Teaching vocabulary	- Word meaning - Vocabulary: typology and resources - Approaches, methodologies, techniques, strategies - Designing vocabulary-based lessons and activities - Assessing vocabulary knowledge
- Research	- Research on grammar teaching - Research on vocabulary teaching
- Beliefs and attitudes	- Beliefs about grammar instruction - Beliefs about vocabulary instruction

Planning

Methodologies :: Tests

Competences

(*) Class hours

Hours outside the classroom

(**) Total hours

Introductory activities

Forums of debate

CT5

Presentations / oral communications

CT3

CT5

Assignments

CT3

Reading written documents and graphs

videoconferencing

CT5

Personal attention

(*) On e-learning, hours of virtual attendance of the teacher.
(**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.

Methodologies

Methodologies

	Description
Introductory activities	Course presentation.
Forums of debate	Active participation to foster peer interaction with intellectually relevant and insightful contributions to online debates.
Presentations / oral communications	Recorded oral presentations with visual support.
Assignments	Design of activities and projects in pairs or groups.
Reading written documents and graphs	Critical reading and review of assigned material.
videoconferencing	Online lectures on the different topics in the syllabus, as scheduled (4 2-hour sessions).
Personal attention	Online tutoring via Moodle, email or videoconference.

Personalized attention

Description

Students will be in touch with the instructor (individual appointments, or Moodle) for clarifications.

Assessment

Methodologies

Competences

Description

Weight

Forums of debate

CT5

Intellectually relevant contributions to forum

20%

Presentations / oral communications

CT3

CT5

Presentation + discussion

30%

Assignments

CT3

Assignments

50%

Others

Other comments and second exam session

Los estudiantes matriculados en la URV siguen el sistema ECTS y tienen derecho a las convocatorias de evaluación indicadas en la normativa académica de grado y máster vigente.

Exact details on assessment and requirements will be provided on the first day of classes.

Sources of information

Basic
	BIBLIOGRAPHY (selection) Allen, V. F. 1983. Techniques in Teaching Vocabulary. Oxford University Press. Azar, B. 1985. Fundamentals of English Grammar. Prentice-Hall. Azar. B. 2007. Grammar-based teaching: A practitioner’s perspective. Teaching English as a Second or Foreign Language 11.2, http://www.cc.kyoto-su.ac.jp/information/tesl-ej/ej42/a1.html. Azar, B. S., & R. S. Koch. 2005. Understanding and Using English Grammar Interactive. Pearson Education. Bardovi-Harlig, K., & Bofman, T. 1989. Attainment of syntactic and morphological accuracy by advanced language learners. Studies in Second Language Acquisition, 11, 17–34. Barnard, R. & D. Scampton. 2008. Teaching grammar. A survey of EAP teachers in New Zealand. New Zealand Studies in Applied Linguistics 14.2: 59-82. Baxter, P., H. Bekkering, T. Dijkstra, M. Droop, M. van den Hurk, F. Léoné. 2021. Grounding second language vocabulary instruction in Cognitive Science. Mind, Brain and Education 15(8). DOI: 10.1111/mbe.12278 Benjamin, A., & Berger, J. (2014). Teaching grammar: What really works. Routledge.Benson, C. 2002. Transfer/Cross-linguistic Influence, ELT Journal, 56.1: 68–70, https://doi.org/10.1093/elt/56.1.68 Brown, T. & F. Perry. 1991. A comparison of three learning strategies for ESL vocabulary acquisition. TESOL Quarterly 25.4: 655-670 Burns, A. 2009. Grammar and communicative language teaching: Why, when and how to teach it? CamTESOL Conference on English Language Teaching. Selected Papers 5: 9-15. Burton, G. 2020. Grammar. ELT Journal, Volume 74.2: 198–201, https://doi.org/10.1093/elt/ccaa004 Celce-Murcia, M. 1991. Grammar pedagogy in second and foreign language teaching. TESOL Quarterly, 25.3: 459-480. Celce-Murcia, Marianne. 2015. An overview of teaching grammar in ELT. In MaryAnn Christison, Donna Christian, Patricia A. Duff, & Nina Spada (eds.), Teaching and Learning English Grammar: Research Findings and Future Directions (Global Research on Teaching and Learning English). New York and London: Routledge. 3-18. Celce-Murcia, M. & S. Hilles. 1988. Techniques and Resources in Teaching Grammar. Oxford University Press. Celce-Murcia, M. & D. Larsen-Freeman. 1999. The Grammar Book: An ESL/EFL Teacher’s Course. Boston: Heinle & Heinle. Christison, M., D. Christian, P. A. Duff, & N. Spada. (eds.). 2015. Teaching and Learning English Grammar: Research Findings and Future Directions. Routledge. Corder, S.P. 1975. Error analysis, interlanguage and second language acquisition. Language Teaching, 8: 201–218. Cowan, R. 2008. The Teacher’s Grammar of English. Cambridge University Press. Eisenstein Ebsworth, M. & C.W. Schweers. 1997. What researchers say and practinioners do. Perspectives on conscious grammar instruction in the ESL classroom. Applied Language Learning 8.2: 237-260. Ellis, R. 2002a. Grammar teaching. Practice or consciousness-raising? J.C. Richards & W.A. Renandya (eds.) Methodology in Language Teaching: An Anthology of Current Practice, 167-174. Ellis, R. 2002b. The place of grammar instruction in the second/foreign language curriculum. New perspectives on grammar teaching in second language classrooms, 17-34. Ellis, R. 2006. Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly 40.1: 83-107. Ellis, R. 2015. Form-focused approaches to learning, teaching, and researching grammar. In MaryAnn Christison, Donna Christian, Patricia A. Duff, & Nina Spada (eds.), Teaching and Learning English Grammar: Research Findings and Future Directions (Global Research on Teaching and Learning English). New York and London: Routledge. 194-214. Folse, K.S. 2009. Keys to teaching grammar to English language learners: A practical handbook. Ann Arbor: University of Michigan Press. Fotos, S. 2002. Structure-based interactive tasks for the EFL grammar learner. New perspectives on grammar teaching in second language classrooms, 135-154. Fotos, S. & R. Ellis. 1991. Communicating about grammar: A task-based approach. Tesol Quarterly 25.4: 605-628. Gardner, D. 2013. Exploring vocabulary: Language in action. Routledge. Gass, S. 1979. Language transfer and universal grammatical relations. Language Learning, 29: 327–344. Gass, S. 1984. A review of interlanguage syntax: Language transfer and language universals. Language Learning, 34(2), 115-132. Graves, M.F., August, D. and Mancilla-Martinez, J. 2013. Teaching vocabulary to English language learners. New York: Teachers College Press. Hinkel, E. 2016. Teaching English Grammar to Speakers of Other Languages. Routledge. Hinkel, E. & S. Fotos (eds.). 2002. New Perspectives on Grammar Teaching in Second Language Classrooms. Lawrence Erlbaum. Hulstijn, J. H., & de Graaff, R. 1994. Under what conditions does explicit knowledge of a second language facilitate the acquisition of implicit knowledge? A research proposal. AILA Review, 11, 97-112. Hunt, A. & D. Beglar. 2002. Current research and practice in teaching vocabulary J.C. Richards & W.A. Renandya (eds.) Methodology in Language Teaching: An Anthology of Current Practice, 258-266. Jarvis, S. 2000. Methodological rigor in the study of transfer: Identifying L1 influence in the interlanguage lexicon. Language Learning, 50: 245–309. Larsen-Freeman, D. 1997. Grammar and its teaching: Challenging the myths (ERIC Digest). Washington, DC: ERIC Clearinghouse on languages and Linguistics, Center for Applied Linguistics. Larsen-Freeman, D. 2001a. Teaching grammar. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language, 251-266. Larsen-Freeman, D. 2001b. Teaching language: From grammar to grammaring. Boston: Heinle & Heinle. Larsen-Freeman, D. 2009. Teaching and Testing Grammar. In M. Long and C. Doughty (eds.) The Handbook of Language Teaching, 518-542. OUP. Larsen-Freeman, D. 2015. Research into practice: Grammar learning and teaching. Language Teaching 48.2: 263-280. Larsen-Freeman, D. and Anderson, M. 2013. Techniques and Principles in Language Teaching 3rd edition. Oxford University Press. Laufer, B., & Nation, P. 1995. Vocabulary size and use: Lexical richness in L2 written production. Applied Linguistics, 16(3), 307–322. Laufer, B., P. Meara, P. Nation. 2005. Ten best ideas for teaching vocabulary. The Language Teacher 29.07. Liontas, John I. (ed.) 2018. The TESOL Encyclopedia of English Language Teaching. John Wiley & Sons, Inc. [Selected entries] Loewen, S., Li, S., Fei, F., Thompson, A., Nakatsukasa, K., Ahn, S. and Chen, X. 2009. Second language learners' beliefs about grammar instruction and error correction. The Modern Language Journal, 93.1: 91-104. Long, M. H., & Doughty, C. J. (Eds.). 2011. The Handbook of Language Teaching (Vol. 63). John Wiley & Sons. López-Barrios, M., San Martín, M.G. and Villanueva de Debat, E. 2020. EFL vocabulary teaching beliefs and practices: The case of two teachers in Argentina. TESOL Journal, https://doi.org/10.1002/tesj.533. Lury, J. 2016. Understanding and Teaching Grammar in the Primary Classroom: Subject knowledge, ideas and activities. Taylor & Francis. Malvern, D., Richards, B., Chipere, N., & Durán, P. 2004. Lexical diversity and language development: Quantification and assessment. Basingstoke: Palgrave Macmillan. McCarten, J. 2007. Teaching Vocabulary. Lessons from the Corpus. Lessons for the Classroom. CUP. McCarthy, M. 1990. Vocabulary. Oxford University Press. Meara, P., and Miralpeix, I. 2016. Tools for Researching Vocabulary. Bristol: Multilingual Matters. Mishan, F. 2015. Materials development for TESOL. Edinburgh University Press. Nam, J. 2010. Linking research and practice: Effective strategies for teaching vocabulary in the ESL classroom. TESL Canada Journal/Revue TESL du Canada 28.1: 127-135. Nassaji, H. & S. Fotos. 2004. Current developments in research on the teaching of grammar. Annual Review of Applied Linguistics 24: 126-145. Nassaji, H. & S. Fotos. 2011. Teaching Grammar in Second Language Classrooms. Integrating Form-Focused Instruction in Communicative Context. Routledge, Taylor & Francis. Nation, P. 1994. New Ways in Teaching Vocabulary. New Ways in TESOL Series: Innovative Classroom Techniques. Alexandria, VA: TESOL. Nation, P. 1995. Best practice in vocabulary teaching and learning. EA Journal 13.2: 7-15. Nation, P. 2013. Learning Vocabulary in Another Language. CUP.. Nation, P. & T. Chung. 2009. Teaching and testing vocabulary. M. Long & C. Doughty (eds.) The Handbook of Language Teaching, 543-559. Nation, I. S. P., & S. Webb. 2011. Researching and analyzing vocabulary. Boston: Heinle, Cengage Learning. Nunan, D. 1998. Teaching Grammar in Context. ELT Journal 52.2: 101-109. Pawlak, M. 2021. Teaching foreign language grammar: New solutions, old problems. Foreign Language Annals, 54(4), 881-896. Payne, T. E. 2010. Understanding English grammar: a linguistic introduction. Cambridge University Press. Pennington, M. C. 1995. New Ways in Teaching Grammar. New Ways in TESOL Series: Innovative Classroom Techniques. Penston, T. A Concise Grammar for English Language Teachers. TP Publications. Petraki, E. & D. Hill. 2010. Theories of grammar and their influence on teaching practice: Examining language teachers’ beliefs. University of Sidney Papers in TESOL 5: 65-99. Phipps, S. & S. Borg. 2009. Exploring tension between teachers’ grammar teaching beliefs and practices. System 37: 380-390. Purpura, J. E. 2013. Assessing grammar. Cambridge University Press. Richards, J.C. 2002. Addressing the grammar gap in the task work. J.C. Richards & W.A. Renandya (eds.) Methodology in Language Teaching: An Anthology of Current Practice, 153-166. Richards, J. C. 2015. Key issues in language teaching. Cambridge University Press. Richards, J. C., & Reppen, R. 2014. Towards a pedagogy of grammar instruction. RELC Journal, 45(1), 5-25. Savage, L. et al. 2010. Grammar Matters. Teaching Grammar in Adult ESL Programs. CUP, introduction, pp.1-41. Scheffler, P., & Cincia?a, M. 2011. Explicit grammar rules and L2 acquisition. ELT Journal, 65: 13–23. Schmitt, N. 2000. Vocabulary in language teaching. Cambridge University Press. Schmitt, N. 2008. Teaching Vocabulary. Pearson Education. Schmitt, N. 2010. Researching vocabulary: A vocabulary research manual. New York: Palgrave Macmillan. Scrivener, J. 2005. Learning teaching. A guidebook for English language learners. MacMillan. Scrivener, J. 2010. Teaching English Grammar. Macmillan Publishers Limited. Scrivener, Jim. 2011 / 1994. Learning Teaching. The Essential Guide to English Language Teaching. Oxford: Macmillan. Shaffer, C. 1989. A comparison of inductive and deductive approaches to teaching foreign languages. The Modern Language Journal, 73.4: 395-403. Sheen, R. 2002. Focus on form and Focus on forms. ELT Journal, Volume 56.3: 303–305, https://doi.org/10.1093/elt/56.3.303 Sheen, Y. & R. Ellis. 2011. Corrective feedback in language teaching. E. Hinkel (ed.) Handbook of research in second language teaching and learning, 2, 593-610. Shintani, N. 2015. The incidental grammar acquisition in focus on form and focus on forms instruction for young beginner learners. Tesol Quarterly, 49(1), 115-140. Swan, M. 1985. A critical look at the communicative approach. ELT Journal 39.1: 2-12. Swan, M. 2002. Seven bad reasons for teaching grammar - and two good ones. Methodology in Language Teaching: An Anthology of Current Practice, 148-154. Swan, M. 2005. Legislation by hypothesis: The case of task-based instruction. Applied Linguistics 26.3: 376-401. Swan, M. and B. Smith. 2001. Learner English: A Teacher’s Guide to Interference and Other Problems. CUP. Swan, M., & H. G. Widdowson. 2005. Grammar. Oxford University Press. Thewissen, J. 2013. Capturing L2 accuracy developmental patterns: Insights from an errortagged EFL learner corpus. The Modern Language Journal, 97: 77–101. Thornbury, S. 2002. How to teach vocabulary. Pearson Longman. Thornbury, S. 2009. How to teach gramar. Pearson Longman. Thornbury, S., & Pattison, D. 2005. Uncovering grammar. Oxford: Macmillan Education. Tuan, L.T. & N. Doan. 2010. Teaching English grammar through games. Studies in Literature and Language 1.7: 61-75. Ur, P. 2009. Grammar Practice Activities. A Practical Guide for Teachers. Cambridge University Press. Webb, S. 2020. The Routledge Handbook of Vocabulary Studies. Routledge. Webb, S. & P. Nation. 2017. How Vocabulary is Learned. OUP. Woodward, S. 1997. Fun with Grammar. Communicative Activities for the Azar Grammar Series. Prentice-Hall. Yule, G. 1998. Explaining English Grammar. OUP.
Complementary

Recommendations

(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.